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Community and
Stakeholder Engagement
Draft Environmental Impact Assessment Guidance Series June 2017
Guideline
6
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Community and Stakeholder EngagementCommunity and Stakeholder EngagementCommunity and Stakeholder EngagementCommunity and Stakeholder Engagement | June 2017 iiii
June 2017
© Crown Copyright 2017 NSW Government
ISBN 978-0-6480102-0-3
Disclaimer
While every reasonable effort has been made to ensure that this document is correct at the time of printing, the
State of NSW, its agents and employees, disclaim any and all liability to any person in respect of anything or the
consequences of anything done or omitted to be done in reliance or upon the whole or any part of this
document.
Copyright notice
In keeping with the NSW Government’s commitment to encourage the availability of information, you are
welcome to reproduce the material that appears in the ‘Community and Stakeholder Engagement Guideline’
personal, in-house or non-commercial use without formal permission or charge. All other rights are reserved. If
you wish to reproduce, alter, store or transmit material appearing in the ‘Community and Stakeholder
Engagement Guideline’ for any other purpose, a request for formal permission should be directed to Planning
Services, NSW Department of Planning and Environment, GPO Box 39 Sydney NSW 2001.
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Contents
1.1.1.1. IntroductionIntroductionIntroductionIntroduction 1111
2.2.2.2. Participation in environmental impact assessmentParticipation in environmental impact assessmentParticipation in environmental impact assessmentParticipation in environmental impact assessment 2222
3.3.3.3. Participation during scoping of the EISParticipation during scoping of the EISParticipation during scoping of the EISParticipation during scoping of the EIS 7777
3.1 Project preparation 8
3.2 Scoping Meeting 10
3.3 Scoping engagement 11
3.4 Confirming the approach to engagement 13
3.5 Scoping Report 15
4.4.4.4. Participation during preparation of thParticipation during preparation of thParticipation during preparation of thParticipation during preparation of the EISe EISe EISe EIS 17171717
4.1 SEARs and community and other stakeholder participation 17
4.2 Community and Stakeholder Engagement Plan 17
4.3 Reporting on community and other stakeholder participation 18
4.4 Evaluating community and other stakeholder participation 18
5.5.5.5. Participation during EIS exhibition and responding to submissionsParticipation during EIS exhibition and responding to submissionsParticipation during EIS exhibition and responding to submissionsParticipation during EIS exhibition and responding to submissions 20202020
6.6.6.6. Participation during assessment and determinationParticipation during assessment and determinationParticipation during assessment and determinationParticipation during assessment and determination 22222222
7.7.7.7. ParticParticParticParticipation during postipation during postipation during postipation during post----approvalapprovalapprovalapproval 23232323
7.1 Updating the Community and Stakeholder Engagement Plan 23
8.8.8.8. Participation during modificationsParticipation during modificationsParticipation during modificationsParticipation during modifications 24242424
9.9.9.9. GlossaryGlossaryGlossaryGlossary 25252525
10.10.10.10. AppendicesAppendicesAppendicesAppendices 28282828
Appendix A ---- Guidance on the Community and Stakeholder Engagement Plan (CSEP) 29
Appendix B ---- Engagement Toolkit 32
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1.1.1.1. IntroductionIntroductionIntroductionIntroduction
The Department of Planning and Environment (the Department) is committed to the participation of all
stakeholders, and particularly the community, in environmental impact assessment (EIA) in NSW. The
Department recognises that people should have a say in decisions that affect their lives, and that participation
results in better planning outcomes.
The purpose of this guideline is to describe how the Department expects proponents to engage with the
community and other stakeholders during EIA for State significant projects. It emphasises earlier engagement,
commencing during the scoping phase, and improved participation throughout EIA, by focusing on what
participation is to achieve and allowing proponents to choose from a range of techniques to best meet
outcomes. The primary audience of this guideline is proponents and their teams, who are responsible for
engaging with the community and other stakeholders during EIA. This guideline will also provide the community
and other stakeholders with a better understanding of how, when and on what they can provide feedback, and
how it will be addressed by proponents and decision-makers.
Department assessment officers will also use this guideline to assess proponents’ engagement with the
community and other stakeholders during the preparation of the Scoping Report, Environmental Impact
Statement (EIS) and Submissions Report.
This guideline applies to applications for State significant development (SSD) and State significant infrastructure
(SSI).
This guideline should be read in conjunction with the other guidelines that provide detail around EIA, including:
• Overview of the EIA Improvement Project
• Community Guide to EIA
• Scoping an Environmental Impact Statement
• Preparing an Environmental Impact Statement
• Responding to Submissions
• Approach to Setting Conditions
• Modifying an Approved Project
• Peer Review.
Other relevant guidelines are:
• the Department’s Community Consultative Committees Guidelines (November 2016)
• the Department’s Draft Social Impact Assessment Guidelines (December 2016).
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2.2.2.2. ParticipationParticipationParticipationParticipation in environmental in environmental in environmental in environmental impact aimpact aimpact aimpact assessmentssessmentssessmentssessment
Figure 1 shows the phases of EIA for State significant projects in NSW, from scoping through to post-approval
and modifications.
Figure 1 Figure 1 Figure 1 Figure 1 ------------ The The The The phases of environmental impact aphases of environmental impact aphases of environmental impact aphases of environmental impact assessmentssessmentssessmentssessment
Participation in EIA requires actions and inputs from proponents, the community and other stakeholders, and the
Department. An outline of participation opportunities in EIA is shown in Figure 2.
The Environmental Planning and Assessment Act 1979 (the Act) and Environmental Planning and Assessment
Regulation 2000 (the Regulation) set out public exhibition and notification requirements for State significant
projects in NSW, including requirements for public notices, the length of public exhibition periods, access to
and availability of exhibition documents, and the provision, publication and response to submissions.
The Secretary’s Environmental Assessment Requirements (SEARs) include requirements for proponents to
engage with the community and other stakeholders on a project by project basis. These requirements, which
apply during the preparation of the EIS and prior to its exhibition, recognise the importance of participation by
the community and other stakeholders in EIA.
This guideline builds on the existing approach by requiring proponents to:
• engage with the community and other stakeholders during the scoping phase (refer to Section 3)
• assign an engagement level to the project, using knowledge of the level of impact and interest of the
community and other stakeholders, to inform engagement in the subsequent EIS phase (refer to Section
3.4 and Table 2)
• develop project specific participation outcomes for the EIS phase (refer to Section 3.4 and Table 4)
using the assigned level and issues identified by the community and other stakeholders
• document in the Scoping Report engagement activities undertaken as part of, and prior to, scoping and
the participation outcomes to be achieved during the EIS phase (refer to Section 3.5) so that they can
be referenced by the SEARs
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• prepare a Community and Stakeholder Engagement Plan (CSEP) following the issue of the SEARs to set
out how the participation outcomes will be achieved, and make key elements of the CSEP public (refer
to Section 4.2)
• document in the engagement chapter of the EIS the engagement activities undertaken and evaluate
how the participation outcomes have been achieved though these activities (refer to Section 4.3 and
4.4).
These steps are summarised in Figure 2 and described in detail in the following sections.
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Figure 2 Figure 2 Figure 2 Figure 2 ------------ Participation by EIA pParticipation by EIA pParticipation by EIA pParticipation by EIA phase hase hase hase
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To achieve earlier and better engagement throughout the EIA, proponents are required to:
• provide accurate information in a way that can be understood by the community and other stakeholders
• clearly communicate the elements of the project which may be able to be changed as a result of
feedback from the community and other stakeholders, or the alternatives they may choose from
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• seek feedback from the community and other stakeholders and report back to them on what was heard
and how this feedback has been, or will be used, in decision-making and project change.
The value of earlier and better engagement to all parties in EIA is outlined in Table 1.
Table 1 Table 1 Table 1 Table 1 ------------ Value of engagement with the community and other stakeholdersValue of engagement with the community and other stakeholdersValue of engagement with the community and other stakeholdersValue of engagement with the community and other stakeholders
Value of EngagementValue of EngagementValue of EngagementValue of Engagement
ProponentProponentProponentProponent CommunityCommunityCommunityCommunity StakeholdersStakeholdersStakeholdersStakeholders DepartmentDepartmentDepartmentDepartment
• Early opportunity to
introduce the project
to the community and
other stakeholders
• Potentially less
conflicts and delays
and shorter
assessment times
through early
participation and
focusing the SEARS
for the preparation of
the EIS on the issues
important to the
community and other
stakeholders
• Development of
reputation and
relationships with the
community and other
stakeholders
• More flexibility to
tailor solutions, and
opportunities to test
ideas, at phases
where decisions are
able to be influenced
by the community and
other stakeholders
• Potential to reduce
the number of
submissions received
during exhibition of
the EIS
• Earlier and increased
engagement with the
proponent to learn
about the project, the
potential impacts and
to identify matters of
concern to the
community
• Greater certainty and
transparency of EIA,
and more
opportunities to be
involved
• Better understanding
of when and how to
provide feedback and
what is able to be
influenced
• Opportunity to
develop a relationship
with the proponent
• Better understanding
of the perspectives of
others in their
community
• Earlier and increased
engagement with the
proponent to learn
about the project, the
potential impacts and
to identify matters of
concern to individual
stakeholders and
groups
• Greater certainty and
transparency of EIA,
and more
opportunities to be
involved
• Better understanding
of when and how to
provide feedback and
what is able to be
influenced
• Opportunity to
develop a relationship
with the proponent
• Opportunity to
represent the interests
and concerns of their
stakeholder group
• Access to knowledge,
ideas, expertise and
perspectives including
those of local people
• Opportunity to
communicate the
rationale or reason for
the project and the
project’s strategic
planning context
• Focus of the
assessment on matters
and impacts relevant to
the community and
other stakeholders
• Greater understanding
of the needs of the
community and other
stakeholders when
making decisions in
relation to the project
• Better project design
through community
and other stakeholder
feedback obtained
during early
engagement
• Greater communication
with and between the
community and other
stakeholders, providing
the potential to clarify
the level of support for
decisions
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3.3.3.3. Participation Participation Participation Participation duringduringduringduring scoping scoping scoping scoping of of of of the EISthe EISthe EISthe EIS
Scoping the EIS is an important first step of the EIA and identifies the matters and impacts that are likely to be
important in establishing the terms of reference for the EIA.
It is critical to the remainder of the EIA because it engages the community and other stakeholders earlier,
gathering a range of perspectives at a time when the project is still being developed. The Department expects
proponents to engage the community and other stakeholders following set requirements within the scoping
phase that will be applicable to all projects. The scoping phase process is shown in Figure 3.
Figure 3Figure 3Figure 3Figure 3 ------------ Scoping process (and related supporting material) Scoping process (and related supporting material) Scoping process (and related supporting material) Scoping process (and related supporting material)
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3.13.13.13.1 Project preparationProject preparationProject preparationProject preparation
Project preparation is the first step in EIA. During this phase, proponents need to obtain a preliminary
understanding of the community and other stakeholders for the project. Proponents should focus on the
communities and groups most likely to be affected by the potential environmental, economic and social impacts
of the project.
Participation of the community and other stakeholders during scoping allows them to have a say, as early as
possible, on projects which may have an impact on their lives. Early participation of the community and other
stakeholders helps proponents develop relationships which inform the development of the project and
establishes the proponent’s presence as part of the community.
3.1.13.1.13.1.13.1.1 Identifying the community and other stakeholdersIdentifying the community and other stakeholdersIdentifying the community and other stakeholdersIdentifying the community and other stakeholders
To identify the relevant community and other stakeholders, proponents should consider the following questions:
• What is the nature of the project and the extent of its environmental impacts?
• Who will be interested in the outcomes of the project?
• Who may have information that could be of value to the project i.e. through previous involvement?
• Who is directly affected by the project or might think they are affected by the project and in what way?
• Who is likely to be upset if they are not informed or invited to participate?
• Who might be a person that others will look to for their opinions?
The answers to these questions will help identify the relevant stakeholders including:
• residents and landowners directly affected by the project location, including those on or near transport
routes to and from the site
• peak bodies, community and environment organisations and advocacy groups
• groups with an interest in the type of proposed project or development
• Aboriginal people/s and groups and in particular those with cultural or heritage interest in the location
of the project1
• businesses and local Chambers of Commerce
• local councils and regional organisations of councils
• residents and landowners in the region affected by the broader impacts of the project
• elected members including local councillors, State and Commonwealth Members of Parliament
• NSW Government departments, consent authorities, public authorities, utility companies and
regulatory agencies
• media commentators.
During project preparation, proponents should use the Approach to Engagement Worksheet (refer to Table 2).
The worksheet has been prepared by the Department to assist proponents with understanding their community
and other stakeholders. The information collected is preliminary and should be refined as the EIA progresses.
The initial results of the worksheet will be discussed at the Scoping Meeting with the Department.
1 www.environment.nsw.gov.au/resources/cultureheritage/ddcop/10798ddcop.pdf
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Table Table Table Table 2222 ------------ Determining the approach to engagement during Determining the approach to engagement during Determining the approach to engagement during Determining the approach to engagement during preparation of preparation of preparation of preparation of the EISthe EISthe EISthe EIS
Evaluation scale to be Evaluation scale to be Evaluation scale to be Evaluation scale to be finalised in the Scoping Reportfinalised in the Scoping Reportfinalised in the Scoping Reportfinalised in the Scoping Report
Questions to be responded to for the Questions to be responded to for the Questions to be responded to for the Questions to be responded to for the
projectprojectprojectproject
NoneNoneNoneNone VVVVeryeryeryery
LowLowLowLow
LowLowLowLow ModerateModerateModerateModerate HighHighHighHigh Very Very Very Very
HighHighHighHigh
1. What is the potential direct impact
on the community and other
stakeholders i.e. on individual
properties, amenity or the
availability of services?
For example, land acquisition or
potential health impacts would be
classed as high or very high.
2. What is the potential indirect impact
on the community and other
stakeholders?
For example, consider groundwater
or proximity to potential transport
routes.
3. What is the potential for community
and other stakeholder uncertainty
around environmental impacts or
their significance?
For example, lesser known
technologies might lead to
uncertainty.
4. What is the potential current or likely
community and other stakeholder
interest based on the type of
development?
5. What is the potential current or likely
community and other stakeholders
interest based on the location of the
development?
6. What is the extent of community
and other stakeholder involvement
historically or currently in
developments of this kind or other
developments in this location?
7. What is the potential for conflict as a
result of differing environmental,
economic or social values held by
the community and other
stakeholders?
8. What is the likelihood that the
community and other stakeholders
will perceive the potential for
significant environmental impacts?
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Evaluation scale to be Evaluation scale to be Evaluation scale to be Evaluation scale to be finalised in the Scoping Reportfinalised in the Scoping Reportfinalised in the Scoping Reportfinalised in the Scoping Report
Questions to be responded to for the Questions to be responded to for the Questions to be responded to for the Questions to be responded to for the
projectprojectprojectproject
NoneNoneNoneNone VVVVeryeryeryery
LowLowLowLow
LowLowLowLow ModerateModerateModerateModerate HighHighHighHigh Very Very Very Very
HighHighHighHigh
For example, consider cumulative
environmental impacts, or impacts
as a result of malfunctions and
accidents.
9. What is the current interest level or
likely level of interest from
recognised community and other
stakeholders or interest groups?
For example, interest from
Aboriginal groups would usually be
classed as high or very high.
10. What is the likely level of
involvement that the community
and other stakeholders will expect
based on previous practice and
current activity?
Total number of ticks in each column
Multiplier to determine the approach to
engagement
x 0 x 1 x 2 x 3 x 4 x 5
TOTAL
The approach to engagement is determined by the number of responses in each column and a multiplier to
weigh the responses which results in a final score.
Based on the final score, the project is assigned one of three engagement approaches:
• 0-10: Low level of potential community and other stakeholders impact/interest
• 11-35: Medium level of potential community and other stakeholders impact/interest
• 36-50: High level of potential community and other stakeholders impact/interest
Each engagement approach has a specific set of required participation outcomes (refer to Table 4) which are to
be achieved during the preparation of the EIS.
3.23.23.23.2 Scoping Meeting Scoping Meeting Scoping Meeting Scoping Meeting
Proponents should contact the Department to arrange a Scoping Meeting when they have developed sufficient
information on the project and its potential impacts to inform a discussion with the Department.
The purpose of the Scoping Meeting is for the proponent to:
• introduce the project to the Department
• discuss the assessment pathway
• discuss the relevant matters to be considered in the EIA and the appropriate level of assessment
• discuss the proposed approach to engaging the community and other stakeholders based on:
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o a list of the community and other stakeholders that they propose to contact including those
who will or have the potential to be impacted and those with known interest or history of
interaction with this or similar projects
o consideration of the preliminary responses to the questions in Table 2 that will determine the
engagement approach
o the requirements for engaging the community and other stakeholders during scoping outlined
in this guideline.
• discuss how the Scoping Report should be presented including documenting the results of
engagement during scoping and the proposed approach to engagement during the EIS preparation
phase.
The Scoping Meeting is between the Department and proponent, however depending on the nature of the
project and the matters identified, the Department may ask government agencies to attend. The outcomes of the
Scoping Meeting are that the proponent will have a clear understanding of the:
• Department’s expectations for stakeholder engagement during scoping
• information required in the Scoping Report.
A register of meetings held between a proponent and the Department will be made available on the
Department’s website.
3.33.33.33.3 Scoping engagementScoping engagementScoping engagementScoping engagement
3.3.13.3.13.3.13.3.1 Encouraging participation of the community and other stakeholdersEncouraging participation of the community and other stakeholdersEncouraging participation of the community and other stakeholdersEncouraging participation of the community and other stakeholders
The community and other stakeholders to be consulted during the scoping phase will be agreed during the
Scoping Meeting based on a draft list, including those:
• known to be impacted
• potentially impacted
• known to have an interest or history of interaction with this or similar projects.
When engaging with the community and other stakeholders it is important that proponents clearly communicate
the purpose of the engagement.
Proponents should consider the way in which they provide accessible information and opportunities for
participation, including removing any barriers to participation, to encourage involvement of all relevant
stakeholders. Particular attention should be paid to impacted and interested people when they are part of, or
represent one of the following groups, or any other potentially vulnerable group:
• Aboriginal and Torres Strait Islander people/s
• young and old people
• people with disabilities
• people from culturally and linguistically diverse communities.
Proponents should have appropriate protocols in place to manage any culturally sensitive information that is
received from registered Aboriginal parties or Aboriginal knowledge holders. Proponents should refer to the
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Office of Environment and Heritage’s Aboriginal Cultural Heritage consultation requirements for proponents
(2010).
3.3.23.3.23.3.23.3.2 Engagement requirementsEngagement requirementsEngagement requirementsEngagement requirements
This guideline does not specify the engagement techniques that proponents should adopt during the scoping
phase, but sets out the Department’s expectations for engaging with the community and other stakeholders
during scoping including:
• minimum requirements for information to be provided
• type of feedback to be obtained on defined issues
• reporting on how proponents have engaged, what feedback was obtained, and how the project has
evolved as a result of what was heard.
The Department’s expectations are further detailed in Table 3.
Table Table Table Table 3333 ------------ Engagement requirements Engagement requirements Engagement requirements Engagement requirements
ActivityActivityActivityActivity RequirementsRequirementsRequirementsRequirements
Information to be
provided to the
community and
other stakeholders
Proponents are to provide the community and other stakeholders with:
• a description of the project
• a map showing the project’s location in both its local and regional context, and at a scale
that locates properties likely to be impacted
• the rationale or reason for the project
• the project’s strategic planning context
• alternatives considered in advance of the decision to pursue the project
• the relevant matters for consideration in the EIA as identified through the Scoping
Worksheet
• the point of contact for the community and other stakeholders to obtain more information if
needed
• information about how feedback from the community and other stakeholders during the
scoping phase will be considered in the Scoping Report and used to inform the SEARs
• explanation of where scoping fits within EIA, the purpose of participation during the
scoping phase, and the opportunities for participation of the community and other
stakeholders during the remainder of the EIA.
Feedback to be
obtained from the
community and
other stakeholders
on defined issues
Proponents are to obtain feedback on:
• any community and other stakeholder concerns about the environmental, economic and
social matters identified in the draft Scoping Worksheet and the nature of those concerns
• any other relevant matters or local knowledge that the community and other stakeholders
believe should be considered in the EIS
• community and other stakeholder preference for how they want to participate during the
EIS preparation and exhibition phases
• benefits of the project identified by the community and other stakeholders.
Proponents should demonstrate in the Scoping Report how they have met these minimum requirements and
document any participation that may have already occurred in the strategic planning, feasibility or project design
stages.
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3.43.43.43.4 Confirming the approach to engagementConfirming the approach to engagementConfirming the approach to engagementConfirming the approach to engagement
Engagement during the preparation of the EIS is guided by the responses to the questions in Table 2, which
should be refined following completion of the scoping phase and updated during subsequent engagement. The
responses will help proponents understand the impacts and interest of the community and other stakeholders in
the project. The responses to the questions should relate to the whole project rather than individual matters, and
should focus on the perspectives of the community rather than government agencies. Additional questions or
considerations might be appropriately tailored for a project.
Proponents are to respond to each question using a scale of none to very high, after careful consideration of the
feedback obtained from the community and other stakeholders during scoping. The results allow the level of
community and stakeholder concern to be scaled, and the project assigned a low, medium, or high approach to
engagement with associated participation outcomes, which are detailed in Table 4.
Regardless of the final approach to engagement, if there are high or very high level responses to any of the
questions proponents should develop participation outcomes that address the specific matters of concern of the
community and other stakeholders that led to that response.
3.4.13.4.13.4.13.4.1 OOOOutcomes utcomes utcomes utcomes fromfromfromfrom pppparticipationarticipationarticipationarticipation
The requirements for engagement with the community and other stakeholders during the preparation of the EIS
are focused on outcomes from their participation rather than specific engagement techniques. This gives
proponents the flexibility to choose techniques and to tailor their engagement strategy to the preferences and
needs of the particular community or other stakeholder.
The outcomes from participation associated with each approach to engagement in Table 4 represent the
minimum engagement requirements that need to be achieved during the preparation of the EIS. Proponents are
encouraged to tailor the outcomes in response to issues raised by the community and other stakeholders
including:
• specific matters of concern that need to be addressed
• the level of influence they can have over the matter.
Proponents are also encouraged to develop further participation outcomes to suit the specific project.
Providing opportunities for participation by the widest range of stakeholders, including government agencies
and councils, should also be considered.
Table 4 Table 4 Table 4 Table 4 ------------ Outcomes from community and other stakeholder participation to be achieved during preparation of the Outcomes from community and other stakeholder participation to be achieved during preparation of the Outcomes from community and other stakeholder participation to be achieved during preparation of the Outcomes from community and other stakeholder participation to be achieved during preparation of the EISEISEISEIS
Approach to Engagement Approach to Engagement Approach to Engagement Approach to Engagement
(determined using Ta(determined using Ta(determined using Ta(determined using Table ble ble ble 2222))))
TaskTaskTaskTask Participation outcome to be achievedParticipation outcome to be achievedParticipation outcome to be achievedParticipation outcome to be achieved LowLowLowLow MediumMediumMediumMedium HighHighHighHigh
Describe the
project
1. Inform the community and other stakeholders about the
project and in particular:
• the problem to be addressed, opportunity to be
captured or project rationale
• the relevant government policy, decisions and
strategic planning context
� � �
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Approach to Engagement Approach to Engagement Approach to Engagement Approach to Engagement
(determined using Ta(determined using Ta(determined using Ta(determined using Table ble ble ble 2222))))
TaskTaskTaskTask Participation outcome to be achievedParticipation outcome to be achievedParticipation outcome to be achievedParticipation outcome to be achieved LowLowLowLow MediumMediumMediumMedium HighHighHighHigh
• how they can provide feedback and how this will
be used.
2. Seek the community and other stakeholder feedback on any
possible alternatives including negotiable elements of
design, technologies and locations.
� �
Describe the
EIA
3. Inform the community and other stakeholders about the
approach to the assessment and how the SEARs will be
addressed.
� � �
4. Work with the community and other stakeholders to identify
the ways they can provide feedback and influence the project
at each phase, and communicate to them how their feedback
will be used.
�
Identify the
community
and other
stakeholders
and develop
relationships
5. Identify and inform affected community and other
stakeholders, including those that are hard to reach to seek
their perspectives and remove barriers to participation.
� � �
6. Work with the community and other stakeholders to identify
matters that may cause disagreement with the proponent and
between community and other stakeholders and explore
possible alternatives to reduce these disagreements.
�
Discuss
impacts and
mitigation
measures
7. Inform the community and other stakeholders about the
cumulative impacts and other concerns that have been
identified through:
• the scoping phase
• previous participation of the community and other
stakeholders for this and similar projects.
� � �
8. Work with the community and other stakeholders to
understand their values and opinions and the opportunities to
reflect these values and opinions in decision-making.
�
9. Seek feedback from the community and other stakeholders
during the preparation of the relevant specialist studies.
Consider tailoring this outcome with reference to a particular
issue or study of interest to the community and other
stakeholders which may have been captured in the Scoping
Worksheet.
� �
10. Seek feedback from the community and other stakeholders
on the planned responses to issues. � �
11. Work with the community and other stakeholders and
government agencies to identify potential management and
mitigation measures that address the needs of proponents,
and the community and other stakeholders.
�
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3.53.53.53.5 Scoping ReportScoping ReportScoping ReportScoping Report
Following engagement during scoping and the identification of participation outcomes proposed to be
achieved during the EIS phase, the proponent should prepare and finalise the Scoping Report. The structure and
content of the Scoping Report are detailed in the Scoping an Environmental Impact Statement Guideline.
To report on community and other stakeholder participation, the proponent should:
• outline the history of relationships and previous participation of the community and other stakeholders
for this project prior to the scoping phase
• show what information has been made available to the community and other stakeholders
• detail who has been provided with this information
• detail which communities and other stakeholders have provided feedback to the proponent or
participated in the scoping phase
• present community and other stakeholder perspectives on matters identified in the Scoping Worksheet
• outline additional matters raised by the community and other stakeholders
• show how the community and other stakeholder perspectives have influenced the proponent’s
proposed scope of the EIS and other elements of the project.
Also, as part of the plans for future engagement, the proponent should:
• detail how the engagement with the community and other stakeholders during the scoping phase has
influenced the responses to the questions in Table 2
• detail the participation outcomes proposed to be achieved during the preparation of the EIS, using the
approach determined from the response to the questions in Table 2 and the corresponding outcomes
from participation in Table 4
• tailor or create new participation outcomes guided by an understanding of the community and other
stakeholders including the matters of concern to them that have been identified in the Scoping
Worksheet.
For some projects with a high level of public interest or high potential impacts (including critical SSI projects, coal
seam gas, applications for new mines and extensions to existing mines) the Scoping Report will be placed on
public exhibition by the Department after it is received from the proponent with a request for SEARs. The
Department may also place the Scoping Report for other projects on exhibition. When the Scoping Report is on
exhibition public feedback will be sought online. It will be made clear to the public that responses should be on
the scope of the EIS and not the project itself, and that feedback should focus on relevant matters.
If the Scoping Report is made public the community and other stakeholders will have 14 days to review and
comment on the report commencing when the Department receives the proponent’s request for SEARs. Other
public authorities with areas of expertise relevant to the assessment will also be asked for their feedback on
relevant matters during this period, regardless of the report being made public.
The Department will finalise SEARs taking into account the feedback from public authorities and, if applicable,
the public. A Statement of Reasons2 will summarise how this feedback has been taken into account, and outline
2 To help the community and other stakeholders see how their views have been taken into account, decision-makers will be required to give reasons
for their decisions in a Statement of Reasons. It should be proportionate to the scale and impact of the decision. This means that less complex projects
can have a simple Statement of Reasons. For more complex projects, more detailed information will be needed about how the decision was made.
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the decisions to require assessment in the EIS of some matters and not others. The Department will issue SEARs
28 days after the request is received.
The SEARs will confirm the outcomes required from community and other stakeholder participation and direct
the proponent to prepare a CSEP to demonstrate how the outcomes will be achieved.
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4.4.4.4. Participation Participation Participation Participation duringduringduringduring preparationpreparationpreparationpreparation of theof theof theof the EISEISEISEIS
4.14.14.14.1 SEARs and SEARs and SEARs and SEARs and community and other stakeholdercommunity and other stakeholdercommunity and other stakeholdercommunity and other stakeholder participationparticipationparticipationparticipation
Participation of the community and other stakeholders during the preparation of the EIS is tailored to the impacts
and interests of the community and other stakeholders in the project.
The proponent must prepare the EIS in response to the SEARs issued by the Department, including the
requirements relating to engagement of the community and other stakeholders.
Where the proponent has identified that a project requires a medium or high approach to engagement, there
will be additional requirements through the SEARs to seek feedback from the community and other stakeholders
during the preparation of relevant specialist studies, as per outcome nine in Table 4.
These requirements may also be informed by the matters of concern to the community and other stakeholders
identified in the Scoping Worksheet or the issues discussed with the Department as part of engagement during
the scoping phase. To achieve the outcomes from participation which respond to specific matters of concern,
proponents should provide the information that the community and other stakeholders need to give their
feedback on those matters. For example, where traffic has been identified as a matter of concern, a tailored
participation outcome might be to have the traffic management specialist work with impacted community and
other stakeholders to seek feedback on the findings and the extent that these address their concerns.
4.24.24.24.2 Community and Stakeholder Engagement PlanCommunity and Stakeholder Engagement PlanCommunity and Stakeholder Engagement PlanCommunity and Stakeholder Engagement Plan
A CSEP describes the detailed approach by the proponent to achieving the outcomes identified in the Scoping
Report and SEARs for participation during the preparation of the EIS.
The activities to encourage community and other stakeholder participation outlined in the CSEP should be
guided by the potential impacts and the preference of the community and other stakeholders for how they want
to be informed and participate.
For some projects, including large infrastructure or development projects, the proponent may already have a
well-developed CSEP in progress by the scoping phase. In this situation the proponent may opt to include
extracts of their CSEP in the Scoping Report and the SEARs may direct the proponent to implement the CSEP as
detailed in the Scoping Report.
While the Department encourages proponents to make the full CSEP public, at a minimum, within 28 days of the
SEARs being issued, proponents are required to publish and update on the project website:
• the outcomes from participation of the community and other stakeholders that have been accepted
from the Scoping Report and referenced in the SEARs
• the engagement activities the community and other stakeholders can participate in, when these
activities will occur and how they can find out more information or participate
• all available project information that is public at that time.
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Further guidance on what is expected to be included in the CSEP is provided in Appendix A.
Proponents should choose engagement techniques that will achieve the participation outcomes based on:
• participation of the community and other stakeholders to date
• consideration of how the proponent usually engages and how their stakeholders expect they will
engage
• preferences of the community and other stakeholders for how they would like to participate
• available and suitable technology
• good practice and innovation.
Proponents are encouraged to consider and choose techniques to engage with the community and other
stakeholders in discussion with their teams. Proponents may draw on the expertise of community engagement
professionals to advise them of the growing range of techniques, and to help them appropriately apply the most
suitable techniques to best meet the required participation outcomes.
Refer to Appendix B for more information about engagement tools and their application.
4.34.34.34.3 Reporting on Reporting on Reporting on Reporting on community and other stakeholdercommunity and other stakeholdercommunity and other stakeholdercommunity and other stakeholder participationparticipationparticipationparticipation
The EIS and supporting materials, need to outline how and when the community and other stakeholders have
participated throughout the project and how required outcomes from participation have been achieved.
Supporting material can be placed in appendices. Proponents are responsible for ensuring the EIS is suitable for
exhibition in that it addresses the SEARs3. At a minimum, the following information on engagement should be
included in the EIS:
• the issues raised, and detail on how these have been addressed through project changes i.e. this could
be represented in a table with issues raised and the response to that issue
• where issues raised have not been addressed and why not
• overview of how the required outcomes from participation have been achieved including evaluation
and measures of success.
In addition, the proponent should provide:
• a list of the community and other stakeholder groups and how they participated
• the planned approach to engaging the community and other stakeholders through construction and
operation, if the proposed project is approved.
This information will be part of the EIS and made available for public comment.
4.44.44.44.4 Evaluating Evaluating Evaluating Evaluating community and other stakeholdercommunity and other stakeholdercommunity and other stakeholdercommunity and other stakeholder participation participation participation participation
Community and other stakeholder participation should be evaluated against the participation outcomes
identified during scoping and referenced in the SEARs. The proponent should identify measures and evidence of
3 Environmental Planning and Assessment Regulation 2000 Sch. 2, Pt. 2, cl. 3(8).
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success, through implementation of techniques to meet the participation outcomes. The evaluation should be
reported in the EIS.
The Department will review the success of the chosen techniques in meeting the participation outcomes as part
of its evaluation during the assessment of the project. A format for evaluating success might be as shown in Table
5.
Table Table Table Table 5555 ---- Evaluation of Evaluation of Evaluation of Evaluation of ooooutcomesutcomesutcomesutcomes fromfromfromfrom ppppartartartarticipationicipationicipationicipation
Example OutcomeExample OutcomeExample OutcomeExample Outcome Example Techniques to Example Techniques to Example Techniques to Example Techniques to
Achieve Achieve Achieve Achieve the Outcomethe Outcomethe Outcomethe Outcome
Example Results to Measure Example Results to Measure Example Results to Measure Example Results to Measure
the Outcomethe Outcomethe Outcomethe Outcome
Evaluating the Success of the Evaluating the Success of the Evaluating the Success of the Evaluating the Success of the
OutcomeOutcomeOutcomeOutcome
Work with the
community and other
stakeholders to
understand their
values and opinions
and the opportunities
to reflect these values
and opinions in
decision-making
• Workshop to identify
the values and
opinions of the
community and other
stakeholders and the
project’s potential to
impact on these
• Online forum to ask
the community and
other stakeholders
about mitigation
measures proposed
to address their values
and opinions
identified as
potentially under
threat
Quantitative results
• Number of people
attending the workshop
e.g. 50 people
attended
• Number of people
responding online e.g.
30 people responded
Qualitative results
• People who attended
the workshop identified
their values and
opinions
• People who responded
online provided
feedback about
planned mitigation
measures
• Responses to address the
project’s impact on the
values and opinions of the
community and other
stakeholders can be
determined e.g. options for
managing visual impacts to
address landscape values
• Mitigation measures to
address the project’s
impact on the values and
opinions of the community
and other stakeholders can
be finalised e.g. decreasing
the area in which wind
turbines can be located
• Future engagement to
address issues identified as
difficult to mitigate can be
planned e.g. total number
of wind turbines
• Ongoing engagement to
provide updates on
decision-making can be
established e.g. total
number of wind turbines
has been reduced
In measuring success there is also a need to consider the interests of the community and other stakeholders to
have:
• easy access to the process by, for example, scheduling events at suitable times and places or making
information available on the project website
• the opportunity to influence decisions by, for example, seeing changes to project plans or mitigations
as a result of the feedback given.
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5.5.5.5. ParticipationParticipationParticipationParticipation during EISduring EISduring EISduring EIS eeeexhibition and responding to xhibition and responding to xhibition and responding to xhibition and responding to ssssubmissionsubmissionsubmissionsubmissions
The Department is responsible for exhibiting the EIS, inviting and administering receipt of submissions and
making those submissions available to the proponent. In some cases, the Department will arrange briefing
sessions during the exhibition period to explain the assessment and submission process and listen to community
and other stakeholder perspectives on the project.
The proponent should continue to engage with the community and other stakeholders during the exhibition
period to explain the EIS and specialist studies to assist the community and other stakeholders in making an
informed submission.
The Department will make the EIS publicly available and provide for online submissions to be made.
During the exhibition period4, the community and other stakeholders may comment on the EIS by making a
written submission to the Department.
On completion of the exhibition period, the Department may require the proponent to prepare a Submissions
Report. This report describes the response to the issues raised in the submissions, including any resulting
changes to the project or mitigation measures. An updated project description should be appended to the
Submissions Report to allow the Department, the community and other stakeholders to determine what is now
being proposed. The purpose and content of the Submissions Report are separately detailed in the Responding
to Submissions Guideline.
Proponents should consider providing further opportunities for the community and other stakeholders to
participate in developing solutions to the issues raised in submissions. They may also need to communicate the
changes made in agreement with the community and other stakeholders during this phase, particularly if the
changes have the potential to impact others. Proponents should also consider if the changes will impact on the
plans for ongoing participation through construction and operation.
Depending on the results of the submission process, the nature of the concerns, and if there is a large number of
submissions proportionate to the number of people affected, the Department may also require proponents to
meet with the Department to discuss the approach to ongoing and further engagement. If the engagement
during the preparation of the EIS was seen to be inadequate there may be requirements for further engagement.
The Submissions Report should describe any additional engagement activities undertaken as part of the
proponent’s response. This should include:
• a report on the additional participation of the community and other stakeholders
• confirmation of any changes to future plans for participation.
4 Environmental Planning and Assessment Act 1979 s. 89F (1) (for State significant development) and EP&A Act s. 115Z (3) (for State significant
infrastructure).
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The Department will make this information publicly available on its website. Proponents are also expected to
place this information on the project website.
If the Submissions Report identifies significant changes to the project, or new or significant impacts as a result of
the changes:
• the proponent may decide, with the Department’s agreement, to amend the application in the case of
SSD projects only
• the Department may require the proponent to submit a Preferred Infrastructure Report (PIR) in the case
of SSI projects only.
The Department may exhibit the amended application or PIR, which will provide a further opportunity for the
community and other stakeholders to make a submission. The proponent may be required to prepare a further
Submissions Report to address any new issues raised in the submissions.
Where the response to submissions phase and the assessment and determination phase extends over a long
time, the proponent should provide regular updates to the community and other stakeholders on the status of
the project.
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6.6.6.6. Participation during Participation during Participation during Participation during aaaassessment ssessment ssessment ssessment and and and and ddddeterminationeterminationeterminationetermination
Following completion and lodgment of the Submissions Report, the Department will undertake an assessment to
inform its recommendation to the consent authority on whether or not the project should be approved.
Following assessment by the Department, the Planning Assessment Commission (the Commission) may be
asked by the Minister or Secretary to review the planning merits of the project or the final approval decision may
be made by the Commission under delegation. The community and other stakeholders may participate in public
hearings or public meetings held by the Commission as part of its review and decision-making.
A public hearing is typically held in conjunction with the Commission’s review of a project. It is a formal process
that provides members of the public as well as the proponent with the opportunity to present their perspectives
so that the Commissioners can better understand the issues involved. When the Commission is the consent
authority it may hold a public meeting. This allows the Commissioners to hear from members of the public before
determining whether or not a project should be approved.
Further details about the Commission’s procedures and how the community and other stakeholders can
participate are provided on their website and in the Community Guide to EIA.
Upon determination the Department will make its Assessment Report, Notice of Determination and if the project
is approved, the Conditions of Consent, including the conditions for the participation of the community and
other stakeholders in the future, publicly available on its website.
The proponent should inform all the stakeholders, including the community, who have participated throughout
the EIA of the Department’s determination and let them know the location of the consent documents and any
next steps.
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7.7.7.7. Participation during Participation during Participation during Participation during ppppostostostost----aaaapprovalpprovalpprovalpproval
Relationships with the community and other stakeholders continue through construction, operation and
decommissioning. Engagement is particularly important during construction as impacts start to be experienced
by the community and other stakeholders. Ongoing engagement with the community and other stakeholders
will be required as part of project approval and it is the responsibility of the proponent to seek participation in
accordance with the conditions of consent.
7.17.17.17.1 Updating the Community and Stakeholder Engagement PlanUpdating the Community and Stakeholder Engagement PlanUpdating the Community and Stakeholder Engagement PlanUpdating the Community and Stakeholder Engagement Plan
The CSEP prepared for the EIS phase should be updated to outline the engagement activities through
construction and operation, including any engagement with the community and other stakeholders required by
the conditions of consent.
The activities to encourage stakeholder participation outlined in the CSEP should be guided by the potential
impacts and stakeholders’ preferences about how they want to be informed and participate. The engagement
techniques that might be used during post-approval are detailed in Appendix B.
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8.8.8.8. Participation during Participation during Participation during Participation during modificationsmodificationsmodificationsmodifications
Modifications and project change are described in the Modifying an Approved Project Guideline. The
classification of a project modification is based on the scale, complexity and the likely level of environmental
impact. The classifications are:
• Type 1 (Administrative) ---- a modification to correct a minor error, wrong description or miscalculation
• Type 2 (Minor) ---- a modification involving minimal environmental impact
• Type 3 (Other) ---- all other modifications including modifications with a moderate to complex
environmental impact.
For Type 3 modifications proponents are required to undertake the same scoping process as required for new
projects, which includes engaging with the community and other stakeholders based on minimum requirements
for the information to be provided and the feedback to be obtained on defined issues in Table 3.
Not all Type 3 modifications will be issued SEARs. The meeting with the Department during the scoping phase
for modifications will be used to discuss the approach to engagement prior to the lodgement of the Modification
Application. Proponents will need to document the outcomes from engagement for modifications in an
Environmental Assessment rather than a Scoping Report. This is used by the Department as the primary
document for assessment of the Modification Application.
For Type 3 modifications the Environmental Assessment will be placed on public exhibition by the Department
and the community and other stakeholders will have the opportunity to participate by making submissions. The
Department may also place the Environmental Assessment for Type 1 and 2 modifications on exhibition.
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9.9.9.9. Glossary Glossary Glossary Glossary
(The) Commission The Planning Assessment Commission.
Community A group of people living in a specific geographical area or with mutual
interests that could be affected by a State significant project.
Community and other
stakeholders
All those with a stake in a project including community members that may
be impacted by, or interested in the project.
Community Consultative
Committee
A technique for the proponent to meet the engagement outcomes and
maintain regular two-way communication with stakeholders through the
life of a project, including reporting on project progress and impacts and
obtaining stakeholder perspectives on these impacts.
Conditions of consent The conditions that the Department or decision-maker sets when a project
is approved. The conditions control the way in which development is
constructed or operates. The proponent must adhere to these conditions.
Consent Includes the granting of consent for SSD projects, the approval of SSI
projects and approvals of modifications to those consents and approvals.
Critical SSI A State significant infrastructure project declared by the Minister to be
essential for the State for economic, environmental or social reasons.
Department NSW Department of Planning and Environment.
Engagement The act of seeking the participation of the community and other
stakeholders on behalf of the project proponent or regulatory agencies.
Environmental Impact
Assessment (EIA)
Environmental impact assessment (EIA) is the process of identifying,
predicting, evaluating and mitigating the environmental, social, economic
and other relevant effects of development proposals. It includes scoping
of the project, consultation with the community and other stakeholders,
preparation and exhibition of the EIS, assessment and determination of
the project.
EIA documentation Includes the Scoping Report, EIS, Submissions Report and any other
documentation provided by the proponent up to the point of
determination.
Environmental Impact
Statement (EIS)
The primary document prepared by the proponent which includes
assessment of all relevant matters and impacts associated with a State
significant project.
EP&A Act Environmental Planning and Assessment Act 1979 (NSW).
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Feedback Any information or correspondence relating to a project provided by a
stakeholder to the Department or a proponent outside of a public
exhibition period. Feedback will be considered by the Department or
proponent and may be used to make changes or improvements to the
project.
Key issue A matter that requires detailed assessment, such as a technical study, to
better understand the potential impacts that are likely to arise and identify
project specific mitigation.
Matter An element of the natural or human environments that may be affected by
activities associated with State significant projects.
Minister NSW Minister for Planning.
Mitigation Action taken to reduce the impact that a project may have on a matter.
Modification An approved change to a project that is implemented by modifying an
existing development consent. An application must be made under the
EP&A Act before the modification can be approved.
Other issue A matter whose impacts can usually be managed by well understood and
routinely used mitigation measures. Usually, further information will be
required, but often without the need for a technical study.
Participation The activity whereby the community and other stakeholders have a say
and potentially influence decisions that impact on their lives.
Project Includes applications for State significant development or State significant
infrastructure under the Environmental Planning and Assessment Act
1979.
Project approval Includes:
• development consent for State significant development • infrastructure approval for State significant infrastructure.
Proponent The person or entity seeking approval for a State significant project, or
acting on an approval for a State significant project, including any
associated entities that have been engaged to assist with project delivery.
Public The activities which are open to the entire public rather than targeted at
particular stakeholders, for example, public exhibition of the EIS.
Scoping Scoping identifies the matters and impacts that are likely to be relevant
and establishes terms of reference for the Environmental Impact Statement
(EIS).
Scoping Meeting A meeting held between the proponent and the Department to discuss
the project concept and agree on the approach to engaging with the
community and other stakeholders prior to finalising the Scoping Report,
taking into account potential project impact and likely community and
stakeholder interest.
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Scoping Report A publicly available document which provides preliminary information on
a project and its potential impacts to support a request for Secretary’s
Environmental Assessment Requirements (SEARs).
SEARs The SEARs (Secretary’s Environmental Assessment Requirements) set out
clear expectations on the level of assessment required for each relevant
matter which must be addressed by the proponent in the EIS.
Secretary The Secretary of the NSW Department of Planning and Environment.
Stakeholder Any person or group with interests in, or the potential to be affected by, a
State significant project.
State significant development
(SSD)
Development projects which have State significance due to their size,
economic value or potential impacts assessed and approved under part
4.1 of the EP&A Act.
State significant infrastructure
(SSI)
Infrastructure projects which have State significance due to their size,
economic value or potential impacts assessed and approved under Part
5.1 of the EP&A Act.
State significant projects A State significant development or State significant infrastructure project
as defined under the Environmental Planning and Assessment Act 1979.
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10.10.10.10. AppendiAppendiAppendiAppendicccces es es es
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Appendix Appendix Appendix Appendix AAAA ------------ Guidance on Guidance on Guidance on Guidance on the the the the Community and Stakeholder Engagement Community and Stakeholder Engagement Community and Stakeholder Engagement Community and Stakeholder Engagement
PlanPlanPlanPlan (CSEP)(CSEP)(CSEP)(CSEP)
The Community and Stakeholder Engagement Plan (CSEP) should describe how proponents intend to engage
with stakeholders to meet the outcomes from participation for the preparation of the EIS. The CSEP is established
through the SEARs. An updated CSEP should be included in the EIS to describe the approach to engagement,
including setting participation outcomes to be achieved in subsequent project stages.
The elements in the table below could be used to structure the planning for stakeholder engagement for a
project and might also form the contents of the CSEP. When planning for stakeholder engagement these
elements do not have to be addressed sequentially.
CSEP element CSEP element CSEP element CSEP element
The elements below are examples
only
Hypothetical wind farm project Hypothetical wind farm project Hypothetical wind farm project Hypothetical wind farm project
The information below is provided as an example only. It is envisaged that the
proponent’s CSEP will be more detailed
1. Identify the problem to be
solved or the project
rationale
The project involves the siting of a wind farm in a specified location. The application for
approval assesses the impact of the wind farm based on the number and location of
the turbines.
2. Agree the element/s of the
project that the community
might influence
The turbines can be relocated within a footprint that is constrained by:
• required wind velocity
• locations on which the proponent can establish agreements with the
landowners.
3. Determine the approach to
engagement using Table 2,
and the required outcomes
from participation including
those that address
community concerns
identified in the Scoping
Worksheet
The approach to engagement is determined as being medium meaning that the
following seven outcomes from participation are required to be met at a minimum:
1. Inform stakeholders about the project and in particular:
• the problem to be addressed, opportunity to be captured or project
rationale
• the relevant government policy, decisions and/or strategic planning context
• how they can provide feedback and how this will, and has been, used.
2. Seek stakeholder feedback on any possible alternatives including negotiable
elements of design, technologies and locations.
3. Inform stakeholders about the approach to assessment and how the SEARs will be
addressed.
4. Identify and inform stakeholders, including hard-to-reach stakeholders, who might
be affected, to seek their views and remove barriers to participation.
5. Inform stakeholders about the cumulative impacts and other concerns that have
been identified through:
• the scoping phase
• previous participation of stakeholders for this and similar projects.
6. Seek feedback from the community and other stakeholders during the preparation
of the relevant specialist studies.
7. Seek feedback from impacted and interested stakeholders on the planned
responses to issues.
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CSEP element CSEP element CSEP element CSEP element
The elements below are examples
only
Hypothetical wind farm project Hypothetical wind farm project Hypothetical wind farm project Hypothetical wind farm project
The information below is provided as an example only. It is envisaged that the
proponent’s CSEP will be more detailed
An additional outcome prepared by the proponent could be a tailored version of
action 6:
• Seek feedback on the visual impact of turbines from particular locations
using images of the likely view from affected properties, and work with
residents to create planned visual screening measures.
4. Identify stakeholders, their
impacts and interests and
plan for relationship
development
Issue Stakeholders Plans to engage
Visual Properties within view of the
turbines
Identification and early
discussion with each of the
residents with views of turbines
Bird strikes Environmental groups Identify all environmental
groups and ways that they
communicate and might be
engaged
Construction
impacts
Council, in relation to their
assets and in particular roads
Regular meetings with council
Landowners near to the site
and who rely on roads for
access and transport of animal
stock and equipment
Identification of the landowners
and an initial letter outlining the
intent for ongoing discussion
with this group
5. Outline the project
timelines and requirements
and specific action plans as
required
Timing Activity Responsibility
During scoping
Notification to all properties
with visual impacts
EIA Community Engagement
Specialist
Notification to all stakeholders
within a 2 kilometre radius of
any turbine of the issues
identified as part of scoping
EIA Community Engagement
Specialist
During
preparation of the
EIS
Monthly meetings with
council and representative
councilors
Project Manager
Attend regular meetings of
local environment groups
EIA Community Engagement
Specialist and EIA Technical
Specialist
6. Select techniques to meet
the required outcomes
from participation and other
project requirements
Example techniques might include:
• signed agreements with all impacted stakeholders around the potential
impacts and proposed mitigations
• survey of the community to understand the level of acceptance for the wind
farm and concerns about potential impacts
• online forum to provide a list of the matters to be considered in the EIS to
obtain stakeholder feedback and understand their concerns about those
matters
• 1800 telephone number to provide information about the project
• stall at the local Field Day, and gathering feedback during the event
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CSEP element CSEP element CSEP element CSEP element
The elements below are examples
only
Hypothetical wind farm project Hypothetical wind farm project Hypothetical wind farm project Hypothetical wind farm project
The information below is provided as an example only. It is envisaged that the
proponent’s CSEP will be more detailed
• workshop to discuss the potential ways in which community benefit funds
are to be managed and distributed.
7. Identify which of the
elements of the plan can be
made public
It is considered that the entire CSEP can be made public, providing reference to the
actions relating to individual properties and the names of the property owners who will
host turbines or with whom the proponent will have individual discussions are
removed.
8. Identify roles and
responsibilities
The Project Manager will be the spokesperson for the project.
The EIA Community Engagement Specialist will advise on all matters related to
engaging the public, coordinate all communication and engagement activities, and
document the outcomes to be summarised in the EIS.
The Community Relations Manager for the wind farm will liaise with the media and
approve all communication for the media.
9. Plan to provide feedback to
stakeholders
Feedback as result of survey and workshop inputs will be provided progressively on
completion of those activities. A report of the outputs from these activities will be sent
to each of the people who participated and will be posted on the project website.
The EIS report of the participation of the community and other stakeholders will
systematically address each of the issues raised by the stakeholders, how they have
been considered in the EIS and in project changes, where issues have not been
considered, why not and, if appropriate, where more detailed information about the
issue can be found in the EIS.
The Submissions Report will provide further feedback on the way in which the issues
that were raised in the submissions made to the exhibition of the EIS have been
considered and if not, why not.
10. Plan for evaluation of the
implementation of the
CSEP
The qualitative and quantitative evaluation of the outcomes from participation (refer to
element 3) will be undertaken in accordance with the framework set out in this
guideline (refer to Table 5).
11. Review progress to date
and encompass learnings
into future plans for
engaging stakeholders
Reviews to be planned in advance and to be completed at pre-determined stages of
the project.
An example lesson learned might be:
• Property owners with visual impacts had difficulty envisaging these impacts
on views from their property. Virtual reality tools were introduced to enable
people to see perspectives of the wind farm and planned screening from
different points on their property. For future projects this will be introduced
at the commencement of the project.
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Appendix Appendix Appendix Appendix BBBB ------------ Engagement Engagement Engagement Engagement TTTToolkitoolkitoolkitoolkit
TOOLKIT OF POTENTIAL TECHNIQUES TO ENGAGE STAKEHOLDERSTOOLKIT OF POTENTIAL TECHNIQUES TO ENGAGE STAKEHOLDERSTOOLKIT OF POTENTIAL TECHNIQUES TO ENGAGE STAKEHOLDERSTOOLKIT OF POTENTIAL TECHNIQUES TO ENGAGE STAKEHOLDERS
The following is a list of techniques that proponents may choose from to meet the outcomes from participation in
the Secretary’s Environmental Assessment Requirement (SEARs).
The toolkit describes each technique, as well as its strengths and issues to consider in applying the technique.
This is only a snapshot of techniques and there are many more techniques than those listed here.
Proponents are encouraged to choose suitable techniques to engage with stakeholders throughout the EIA,
including those that will best meet the participation outcomes. The techniques listed in this section are also
suitable to be applied during scoping and post-approval phases.
WEBSITE / WEBPAGEWEBSITE / WEBPAGEWEBSITE / WEBPAGEWEBSITE / WEBPAGE
The Department of Planning and Environment website, and proponent or project websites
The Department of Planning and Environment’s website is
updated throughout the phases of a project’s assessment.
The Major Projects Assessment section of the website
features information such as the title and location of the
project, the type of project, the type of assessment and the
delegated decision-maker.
Proponents are also encouraged to establish a project
website or webpage (as part of a larger site) as early as
possible and to be in place when the consultation for the EIS
commences. A project based website should provide
information on the project’s status as it progresses through
assessment phases to construction and operation. It should
include:
• a description of the project and details of timing of
construction and operation (as appropriate)
• details of site activities occurring that week
• links to operational information including
conditions of consent, environmental initiatives
and measures to mitigate potential impacts
• details of all opportunities for participation
• links to documents including:
o the EIS and subsequent modifications
o newsletters and updates
o minutes of the Community Consultative
Committee meetings (if one exists)
o conditions of consent documents
o monitoring and assessment results to
comply with the conditions, including
independent environmental audits
o a complaints register
o the annual review of the project and the
CCC annual report.
StrengthsStrengthsStrengthsStrengths of a website or webpageof a website or webpageof a website or webpageof a website or webpage
• Provides a central repository of project
information. It should be easily found and should
be comprehensive and regularly updated.
• Has the potential to include interactive elements
such as on line forums and interactive map.
• Can reach a wide audience with ease.
• Allows information to be quickly updated or new
information added as it becomes available.
• Is accessible to multiple participants, across a wide
geographical area.
• Allows information to be presented in written,
audio and visual formats.
Issues to cIssues to cIssues to cIssues to consideronsideronsideronsider
• Ease of navigation and ability to print pages from
the website.
• The community needs to be made aware of the
existence of the website and its address, and
where on the website they can find the information
they need and how they can provide feedback.
• Incorporate requirements of the Web Accessibility
Guidelines.
• Ease of access on mobile devices.
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NEWSLETTERS / NOTIFICATIONS / FACT SHEETSNEWSLETTERS / NOTIFICATIONS / FACT SHEETSNEWSLETTERS / NOTIFICATIONS / FACT SHEETSNEWSLETTERS / NOTIFICATIONS / FACT SHEETS
Printed and electronic
Newsletters, fact sheets and notifications are generally short,
A4 or A5 documents of no more than 4 pages. They provide
key information about a project and may update
stakeholders on the project’s progress as well as upcoming
activities. Digital or ‘e-newsletters’ should be formatted to
suit on-line distribution (with dot points and links to more
detailed information).
These short documents are an effective way of compiling
important information in one place so that the reader can
understand a project or proposal before reading more
detailed documents.
They also engage stakeholders who may not otherwise read
project documents or seek information about a project or
proposal.
It is important to think about what a stakeholder might need
to know and what impacts they might be most concerned
about.
Providing relevant contact details enables stakeholders to
seek more information, learn about how they might get
involved or provide feedback about the project.
During construction and operation, notifications should
include details of upcoming works, including out of hours
work, noisy activities, traffic changes, and access changes.
They should be delivered to letterboxes or sent to the
agreed emails of stakeholders within the impacted area.
Strengths of a newsletter, fStrengths of a newsletter, fStrengths of a newsletter, fStrengths of a newsletter, fact sheet or act sheet or act sheet or act sheet or notificationnotificationnotificationnotification
• Builds the profile of a project and informs
discussion by providing important information in
one place.
• Is easy to distribute regularly to wide audiences
across platforms (hard copy for letter boxes and
handouts in public places, online via the project’s
website or via email).
• Allows up to date information to be sent to
stakeholders quickly electronically.
• Can support other stakeholder techniques, with
information about face to face forums and links to
online information.
• E-newsletters allow for easy opt-in and opt-out
options.
Issues to considerIssues to considerIssues to considerIssues to consider
• They can be resource-intensive - writing the
document, graphic design and gaining internal
approval.
• Hard copy distribution can be costly and require
long lead times (i.e. letterbox drop to
households).
• There are potential accessibility issues for people
with poor vision.
• Translated versions may be required for some
communities.
• Opt-in subscriptions may not reach all audiences.
• A visually simple layout with bullet points and
headings can assist the reader.
• Some members of the public may require
summary information while others may wish to
access more detailed technical information.
ONLINE INTERACTIVE PLATFORMS ONLINE INTERACTIVE PLATFORMS ONLINE INTERACTIVE PLATFORMS ONLINE INTERACTIVE PLATFORMS
Including forums and mapping tools
An online forum allows a topic, or series of questions, to be
posted on the project website for targeted comment and
discussion by stakeholders. Online mapping tools, can
provide opportunity for comments to be posted on the
actual location of the area of concern.
These tools allow users to post new comments or respond
to the perspectives of other users to topics or questions that
the proponent or the Department has posed, and can be
moderated to different levels. Low level moderation would
involve removing offensive language, abusive comments
and/or repetition while high level moderation might involve
reviewing content and making comments to encourage
discussion around pertinent issues.
StrengthsStrengthsStrengthsStrengths of an of an of an of an online forum or online mapping toolonline forum or online mapping toolonline forum or online mapping toolonline forum or online mapping tool
• Allows transparency as stakeholders are able to
see other relevent comments.
• Allows interested people and organisations to
make their perspectives known, and invite
interaction.
• Helps the proponent understand the perspectives
of stakeholders, including how these are spread
geographically.
• Allows users to participate in their own time.
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An online forum and mapping tool can be used in
conjunction with each other, accompanied by project
information and updates. An online forum is usually available
for a set time-frame.
• Provides proponents the opportunity to intervene
where misconceptions about the project have
arisen.
Issues to considerIssues to considerIssues to considerIssues to consider
• Not all stakeholders are comfortable participating
in online forums so it should not be the sole
feedback channel.
• They can be time consuming and expensive to
maintain.
• There may be the need for independent
moderation.
SURVEYSSURVEYSSURVEYSSURVEYS
Online and hard copy
A survey is a structured way of gaining feedback about
issues. It can clearly set the scope of the feedback that is
being asked of stakeholders.
Survey questions can use a range of formats, including
multiple choice, open text and ranking. Surveys can be
administered face-to-face, online, on paper or via
telephone. Responses from surveys can contribute to future
decisions.
Surveys can target many participants with diverse interests
and these respondents can be self-selecting, selected
and/or weighted to represent segments of the public.
Shaping effective questions in surveys can be difficult, so
seek the advice of someone with experience and test your
survey questions with a sample audience.
Strengths of a surveyStrengths of a surveyStrengths of a surveyStrengths of a survey
• Can target representation from a group of people
or randomly select participants, including some
who might not attend meetings or become
otherwise engaged.
• Compiles data, making collation and reporting
around consultation less time consuming.
• Has potential to offer more objective analysis of
feedback.
• Can draw larger participation with comparatively
less time and effort.
IIIIssues to cssues to cssues to cssues to consideronsideronsideronsider
• A survey is not suitable for creating dialogue or
building consensus.
• Questions can direct feedback on predetermined
issues and not identify new issues or allow a level
of detail which is problematic.
• Resources are required to ensure participation.
• Participants need time to complete a survey.
• Questions must be carefully worded to avoid bias.
BRBRBRBRIEFINGSIEFINGSIEFINGSIEFINGS
Briefings are used to keep identified stakeholders updated
on events and activities. They may involve a group of
stakeholders with similar interests or one- on-one meetings
with individuals or with representatives of a group.
Briefings can inform government agencies, key stakeholders
and advocacy groups of early project plans, the assessment
process and opportunities to get involved. They are also
used to understand key stakeholder concerns or local issues.
While not the chance to gather detailed concerns, briefings
help to gauge stakeholder sentiment on key issues and can
be useful at key milestones, or at a time when a sensitive
issue has arisen.
Strengths of briefingsStrengths of briefingsStrengths of briefingsStrengths of briefings
• Provides for focused conversation and tailored
information for impacted and/or interested
stakeholders.
• Can be held at a location and time convenient to
the stakeholder.
• Can result in more sensitive information being
obtained and allows a greater chance of gauging
sentiment in a contained environment.
• Encourages direct communication between
stakeholders and proponents and responding
directly can reduce misunderstandings.
IIIIssues to cssues to cssues to cssues to consideronsideronsideronsider
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• The number of stakeholders might be small and
seen as exclusive to some and not others.
• The informality of a briefing may lead to later
misunderstandings or the misrepresentation of
perspectives or commitments.
INFORMATION SESSIONSINFORMATION SESSIONSINFORMATION SESSIONSINFORMATION SESSIONS
Community/Stakeholder Information Session typically takes
the form of a drop-in session at a location close to the area of
impact, and can last for several hours. It can take place in a
council building or a park or it could take place as part of a
community event e.g. a festival or country show. Key project
representatives are available to answer questions from the
public at a session. Representative of other government
agencies, where relevant, may also be present to answer
questions.
Stakeholders are able to ask questions and/or provide
verbal or written feedback to members of the project team
during their visit. Written and graphic materials can also be
on display with information presented on large storyboards,
with maps, diagrams and photographs.
The Department may initiate a session to talk about the
planning process or the proponent may hold an information
session to provide project information.
Variations might include:
• the addition of a 5-10 minute project summary
presented by a project team member at
nominated times, followed by a short Q&A session
• an information session in advance of a workshop.
Strengths of information sessionsStrengths of information sessionsStrengths of information sessionsStrengths of information sessions
• Allow proponents and Department staff to interact
with stakeholders, allowing for personal
connections, detailed project information to be
disseminated, or discussion around impacts and
issues.
• Can be held in conjunction with a public event,
i.e. school fair or market day, to increase potential
for participation.
• Allow feedback to be captured on forms or
through note-taking.
• Allow stakeholders to attend to get the
information they need without attending a long
meeting.
• Mean that contact details can be captured and
used to provide further information.
IIIIssues to cssues to cssues to cssues to consideronsideronsideronsider
• Different times should be on offer to maximise
attendance of all stakeholder groups.
• Some stakeholders will prefer structured group
opportunities to hear from others and have their
voice heard.
• The location and time of information sessions
should be advertised widely.
• They can be resource intensive i.e. to prepare
materials in advance, have people available to
answer questions and analyse large amounts of
material (e.g. feedback sheets/notes).
• Careful attention should be paid to listening and
recording feedback to avoid it being seen as a
public relations exercise.
PUBLIC MEETINGSPUBLIC MEETINGSPUBLIC MEETINGSPUBLIC MEETINGS
Public meetings are an effective stakeholder technique
because they offer an open and transparent mechanism for
seeking stakeholder feedback. They should be held in a
central location close to the site and should be accessible for
people with a disability.
These meeting need structure and facilitation to be effective.
A meeting may follow a structure such as:
• a statement of the meeting’s purpose and the
establishment of ground rules
• a presentation to inform attendees about the
project and the assessment process
Strengths of public meetingsStrengths of public meetingsStrengths of public meetingsStrengths of public meetings
• Allow for all to attend and are open and
transparent, with participants getting the same
message at the same time.
• Allow for large number of people to attend.
Issues to cIssues to cIssues to cIssues to consideronsideronsideronsider
• A suitable time needs to be set to maximise
attendance.
• There is the need for facilitation.
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• an invitation for reponse to identified issues or
questions
• an open session where questions and comments
can be taken from the floor.
For a meeting to be effective it should be no more than two
to three hours in duration.
• Opportunities for people to speak can be limited
due to time constraints and/or the confidence
level of participants to speak in public.
• This sort of meeting may not promote a breadth or
depth of discussion and deliberation over issues.
• The meeting can become dominated by people
raising issues that may, or may not, represent
those of other participants.
• Offer additional ways, such as written forms, for
people to submit questions or comments if they
are not able to speak during the meeting.
WORKSHOPSWORKSHOPSWORKSHOPSWORKSHOPS
Workshops can be used to bring together stakeholders at
one time and place to identify and discuss issues, and to
explore options regarding a proposal.
Depending on the number of people invited, and the
facilitation resources available, a workshop can consist of
one group or break into smaller groups.
An agenda and/or activities should be planned and focused
around the objectives of the workshop. These need to
promote discussion and the development of relationships.
Where there are complex matters to be discussed or high
public interest in the project, the structure for the workshop
should be carefully considered, to ensure as many people as
possible are able to be heard.
Strengths of a workshopStrengths of a workshopStrengths of a workshopStrengths of a workshop
• Can engage stakeholders in a location near to
them on issues important to them.
• Can allow participants a greater opportunity to air
their views and for the collation of information than
may be the case for a public meeting.
• Can faciltate participation of those who may not be
comfortable in a larger forum and there is less
likelihood of vocal participants dominating the
conversation.
Issues to cIssues to cIssues to cIssues to consideronsideronsideronsider
• The workshop or meeting needs to be planned,
structured and chaired.
• It can be resource intensive to plan and deliver,
especially if there are large numbers and there is a
need for multiple faciltators.
• Offer additional ways, such as written forms, for
people to submit questions or comments if they
are not sure their perspectives are represented in
the workshop outcomes.
SITE VISITSITE VISITSITE VISITSITE VISIT
A site visit allows people with a significant interest in a
project or facing potential impacts to participate in a field
trip or guided tour to get first-hand experience of either the
project site or a similar site, approach or solution. This allows
participants a better understanding of the project as they
can directly experience likely issues or impacts.
For example, residents in proximity to a proposed windfarm
might be invited to visit a site operated by the proponent in
a different location that uses the same technology as that in
the proposed project.
Strengths of a site visitStrengths of a site visitStrengths of a site visitStrengths of a site visit
• Can promote shared perspectives and
relationships with and between stakeholders.
• Can allow stakeholders the opportunity to have
their questions answered and express their issues
in the context of the site.
Issues to cIssues to cIssues to cIssues to consideronsideronsideronsider
• It needs to be well organised and takes time and
cost, especially if involving visits to a different site
from the project.
• Adequate time should be allowed for the site visit,
and small groups touring at any one time is best.
FOCUS GROUPFOCUS GROUPFOCUS GROUPFOCUS GROUP
A focus group allows a small group of people to be brought
together to a facilitated session where they are asked about
Strengths of a focus groupStrengths of a focus groupStrengths of a focus groupStrengths of a focus group
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their perceptions, opinions, beliefs and attitudes. Focus
group participants can be:
• randomly selected
• self-selected from groups with a known interest in
the project.
When participants are randomly selected, focus groups can
be used to test proposals or approaches. Focus groups can
also be used to get the perspective of groups that are hard
to engage with, or to gain in-depth insight and feedback on
an issue, problem or scenario. Focus group participants may
be paid for their time and/or may receive assistance with
childcare and travel expenses.
• Can be used to target hard-to-reach groups or
those with special needs or interests e.g. the
young, those with a disability, culturally and
linguistically diverse or the homeless.
• Is less threatening that other forms of engagement
for those who don’t like to talk in large groups.
• Can use activities and questions that can be
targetted to the group, maximising participation.
• Allows for more detailed responses from
stakeholders.
Issues to considerIssues to considerIssues to considerIssues to consider
• Skilled facilitation is required to engage all group
members.
• Adequate numbers need to be sampled to assure
that the insights are credible.
• It can be time consuming to recruit participants.
WEBINAR / ONLINE WORKSHOPWEBINAR / ONLINE WORKSHOPWEBINAR / ONLINE WORKSHOPWEBINAR / ONLINE WORKSHOP
A webinar consists of a web-based presentation. It allows
information to be shared on-line with multiple participants,
in real time.
Webinars can include text, images, audio, video, annotated
whiteboards and screen/desktop sharing. Webinars can use
telephone conferencing, video conferencing or text chat
and allow users to interact during the presentation with
Q&A’s, polls etc.
They allow for participation of people across geographical
areas.
Strengths of a webinar Strengths of a webinar Strengths of a webinar Strengths of a webinar
• Can be interactive.
• Allows the ability to present information in a variety
of audio and visual formats.
Issues to considerIssues to considerIssues to considerIssues to consider
• Technical competency of participants and
potential installation of additional software can be
an issue.
• The opportunity for interaction between
participants is minimal.
• There is the potential for disruption, including to
internet connection or as a result of software
problems and participant frustration as a result.
TRADITIONAL MEDIATRADITIONAL MEDIATRADITIONAL MEDIATRADITIONAL MEDIA
Traditional media includes print and online journalism,
television and radio. The media produced can take many
forms, including:
• advertisements
• articles
• interviews
• media releases.
Distribution of quality information quickly is crucial for
traditional media. Engaging with the media usually involves
protocols which may mean the nomination of a single
spokesperson or several spokespeople.
Key messages and questions and answers (Q&As) are useful
to assist project team or communications staff who are either
briefing the media, organising interviews, preparing media
releases and/or responding to media questions.
Strengths of traditional mediaStrengths of traditional mediaStrengths of traditional mediaStrengths of traditional media
• Allows information to be easily and quickly
transmitted across a range of platforms.
• Is relevant to all project stages and is useful for
notifying the public of impacts from road closures
or to announce changes to opportunities for
stakeholder feedback.
• Is effective in increasing interest and awareness.
Issues to considerIssues to considerIssues to considerIssues to consider
• Combining traditional media with social media can
increase response rates.
• Timing and context for the distribution of
information is determined by media outlets.
• It may be difficult to get the interest of traditional
media.
• The process can be resource intensive.
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• Traditional media may have a limited audience.
• Messages communicated may not correlate with
proponent key messages.
• Media attention can be divisive and reinforce
feelings.
DELIBERATIVE FORUM / DELIBERATIVE WORKSHOPDELIBERATIVE FORUM / DELIBERATIVE WORKSHOPDELIBERATIVE FORUM / DELIBERATIVE WORKSHOPDELIBERATIVE FORUM / DELIBERATIVE WORKSHOP
Deliberative forums/workshops aim to increase
understanding of the different perspectives of various
members of the public. They can include Citizen Juries.
These forums or workshops are used to build a shared
understanding of an issue and to build consensus on a
preferred approach or solution or to understand the basis for
difference.
Deliberative forums also generally:
• require involvement of stakeholders over a period
of two or more workshops, or over a day. This
allows participants to consider and develop their
perspectives and sometimes consider issues
between one workshop and the next
• provide clear but often detailed information to
participants, both before and during the forums.
Deliberative forums might be attended by 50 or more
participants or could involve thousands of participants.
Representative sampling might be used to select some or all
participants. The forums might involve a mix of tasks and
activities, such as presentations, expert panel discussions
and the opportunity to vote. They can use small groups with
the contributions of these groups being collated as part of
the overall results.
Strengths of a deliberative forumStrengths of a deliberative forumStrengths of a deliberative forumStrengths of a deliberative forum //// deliberative deliberative deliberative deliberative
workshopworkshopworkshopworkshop
• Can develop a deep understanding of an issue
based on stakeholder expertise and perspectives.
• Can capture a range of perspectives including
from those that are less vocal.
• Can build understanding, relationships and
consensus over time.
• Can lead to participants formally or informally
championing the process.
• Can result in an agreed approach or solution to a
previously contentious issue.
Issues to considerIssues to considerIssues to considerIssues to consider
• They require a significant time commitment from
participants.
• Strongly opposing views need to be carefully
managed.
• They need to be very well structured and
facilitated, potentially with multiple skilled small
group facilitators.
• They require significant lead time, preparatory
work and resources.
EMAIL / SMSEMAIL / SMSEMAIL / SMSEMAIL / SMS
Email and email groups or SMS can deliver messages to
target stakeholders. Email can be used to distribute:
• notifications/ invitations for upcoming meetings or
events
• notification about disruption from a project that
may impact stakeholders
• useful, time-sensitive information that may not
require formal distribution
• information that is relevant to a specific group only
• reminders about timelines for actions.
StrenStrenStrenStrengths of egths of egths of egths of emailmailmailmail //// SMSSMSSMSSMS
• Are easily transmittable to target stakeholders and
transmitted more quickly than other channels.
• Can be integrated with other communication
tools.
• Can encourage two-way conversations if the tone
of the email/SMS invites this.
• It is cost effective and information can be easily
shared.
Issues to Issues to Issues to Issues to considerconsiderconsiderconsider
• They may be perceived as mass, impersonal
communication, unless they are from the email of
an individual.
• SMSs should be timed to not arrive during night
time when people are asleep.
• May be less secure than other forms of information
sharing.
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SOCIAL MEDIASOCIAL MEDIASOCIAL MEDIASOCIAL MEDIA
Facebook, Twitter, Instagram are among the social media
avenues used for engagement between proponents and
stakeholders and between stakeholders.
Social media means it is possible to create profiles for
projects to provide information and collect feedback. The
distribution of information through social media can attract
the attention of stakeholders.
The greatest advantage of social media is that it allows
stakeholders to access information through forums they
already use with little additional effort required.
Social media is a dynamic forum so there is a need to be
active and to keep information up-to-date and to keep the
public informed.
StrengthsStrengthsStrengthsStrengths of sof sof sof social mediaocial mediaocial mediaocial media
• Makes it is easy to share information with others or
provide comments.
• Can create online communities to share content,
opinions and ideas.
• Can involve people who are time poor.
• Is easy to re-share.
Issues to considerIssues to considerIssues to considerIssues to consider
• Ownership of the data placed on platforms.
• Decisions regarding privacy settings need to be
made so to be open, but not open to misuse.
• The potential for issues and discussion to escalate
and attract significant attention very quickly.
• Time need to be allowed to moderate, sign off
posts, and to provide timely responses.
• Support may be required to engage people not
previously active in social media.
CITIZENS’ PANEL / RESEARCH PANELCITIZENS’ PANEL / RESEARCH PANELCITIZENS’ PANEL / RESEARCH PANELCITIZENS’ PANEL / RESEARCH PANEL
Citizens’ panels are established large groups, generally of
over 100 participants, selected or weighted to represent the
public. The communication with panel members is usually
on-line via email and electronic surveys.
Panel members should be representative and cut across
gender and ages. Other demographic characteristics, such
as cultural background or occupation may be represented.
This sort of panel allows proponents a regular means to
check in on the views of stakeholders. Local governments
also use panels, so it might be possible to tap into an
existing panel. Participants are usually asked to serve on a
panel for a specified period, perhaps 1-2 years.
Strengths of a citizens’ panelStrengths of a citizens’ panelStrengths of a citizens’ panelStrengths of a citizens’ panel
• Has the ablity to represent all stakeholders
including those that are not so vocal.
• Once established, it is relatively easy to engage
with members on a variety of issues.
• Allows perspectives to be tracked over time.
• Allows participation to be open to a large number
of people.
Issues to considerIssues to considerIssues to considerIssues to consider
• A citizens’ panel can be resource intensive to
establish.
• Panel members may lose interest before their term
expires, which can compromise the crediblity of
the panel.
VIDEOVIDEOVIDEOVIDEO
Video is an effective way to get messages out about a
project. Video may be used by the proponent, the
Department or stakeholders.
There are a number of video sharing websites. A link to a
video can be included on websites or the video can be
embedded in a webpage. While video is primarily an
information-giving technique, it can be integrated with other
social media platforms to ask for feedback.
StrengthsStrengthsStrengthsStrengths of vof vof vof videoideoideoideo
• Can attract attention in a way that other mediums
cannot.
• Is a familiar channel for many.
• Is accessible via PCs, smartphones and tablets.
• Can potentially attract comments.
Issues to considerIssues to considerIssues to considerIssues to consider
• Video production and editing can be time
consuming and expensive.
• A video needs to get the key messages across
condensed to 5-15 minutes.
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TOTOTOTOOLKIT OF OLKIT OF OLKIT OF OLKIT OF TECHNIQUES IN THE POSTTECHNIQUES IN THE POSTTECHNIQUES IN THE POSTTECHNIQUES IN THE POST----APPROVAL PHASEAPPROVAL PHASEAPPROVAL PHASEAPPROVAL PHASE
The following is a list of some of the techniques that proponents may apply to the post-approval phase.
The toolkit describes these technique, as well as its strengths and issues to consider in applying the technique.
Techniques below may be required as part of the conditions of approval. However, some of them may be
usefully applied at all stages of the project and similarly some of the techniques listed above might be usefully
applied through the post-approval phase. Other techniques that might be used include pop up community
information sessions at markets and shopping centres and shop fronts to receive ongoing contact with the
public.
A website with project approval and condition of approval documents should be available through all stages of
the project.
COMMUNITY CONSULTATIVE COMMITTEESCOMMUNITY CONSULTATIVE COMMITTEESCOMMUNITY CONSULTATIVE COMMITTEESCOMMUNITY CONSULTATIVE COMMITTEES
The Community Consultative Committees (CCCs) offer an
ongoing mechanism for contact with stakeholders through
the life of a project. They allow the proponent to report on
project progress and impacts and to get the perspectives of
stakeholders on these impacts. Members of the CCC or the
nominated independent Chairperson may be contacted by
other members of the public who are seeking to find out
information about the project.
Working groups might be formed on a short-term basis to
focus on an element of a project or a regional issue but these
have a function quite different to a CCC.
Community Consultative Committee Guidelines were
released by the Department of Planning and Environment in
November 2016. These guide the operation of these
committees. Some CCC’s are required as part of conditions
of consent or SEARs, while others are established by the
proponent at their own discretion.
Strengths of a Strengths of a Strengths of a Strengths of a CCCCCCCCCCCC
• Provides a regular open and transparent forum for
stakeholder values, issues and ideas to be
discussed and solutions canvassed.
• Can help to build trust and relationships between
the proponent and stakeholders.
• Means that members can be a channel to get
messages out to the broader community.
Issues to considerIssues to considerIssues to considerIssues to consider
• They can be divisive if not managed and chaired.
• May have a limited role once some projects (such
as windfarms or pipelines) are operating.
• Where there are numerous projects in one area
CCCs may be a time strain for a few dedicated
volunteers representating key organisations.
• There may be a risk that the CCC appears
ineffective if it doesn’t really represent ordinary
people or if it meets infrequently.
DATABASES AND COMPLAINT RECORDSDATABASES AND COMPLAINT RECORDSDATABASES AND COMPLAINT RECORDSDATABASES AND COMPLAINT RECORDS
Managing and maintaining stakeholder details and reporting
on these are important to ensure accountability to fulfil
promises to stakeholders (for information and mitigations).
Therefore, databases and complaint records are important.
Large and more complex projects use relational databases
to track communications and to ensure they keep those
impacted or showing interest, up-to-date about a project.
Databases and complaint records record and track
responses to complaints. All complaints should be recorded
in the database. Stakeholders need to be made aware of the
system for formally registering their complaints as well as
agreed response times.
Some of these systems allow stakeholders to be emailed
directly and for this communication to be recorded.
StrengStrengStrengStrengths of ths of ths of ths of databases and complaint record systems databases and complaint record systems databases and complaint record systems databases and complaint record systems
• Allow accurate and central records of people
expressing interest in a proposal.
• Give proponents the ability to provide information
and notifications based on up to date records.
• Give proponents the ability to report on issues
raised, stakeholders engaged as well as the way in
which they have been involved.
Issues to considerIssues to considerIssues to considerIssues to consider
• It can be labour intensive to update information.
• There may be issues with privacy related to
personal information.
• Proponents should use sign-in sheets at events to
collect additional contact details.
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PROJECT PHONE NUMBERPROJECT PHONE NUMBERPROJECT PHONE NUMBERPROJECT PHONE NUMBER
Most projects, through all stages, but certainly in
construction and operation, need to have a phone number
answered by a project staff member at any time. The phone
number should also operate when there is after-hours work,
i.e. all hours that the project is active, allowing complaints
and enquiries to be registered.
Through approval phases the phone number should be
available so that those interested can find out further
information about the project. Throughout construction and
operation the phone line should allow those interested to
find out what activities are occurring and to complain about
noisy works, dust etc.
Strengths of a project phone numberStrengths of a project phone numberStrengths of a project phone numberStrengths of a project phone number
• Allows personal contact with a voice at the end of
the phone.
• Means information is available immediately
regarding issues that are time sensitive.
• Allows for response to complaints or enquiries
from a project team member.
Issues to considerIssues to considerIssues to considerIssues to consider
• Someone needs to be monitoring the phone to
answer it directly or very soon after it has gone to
an answer machine.
• Anyone answering the phone should have
effective listening skills.
SIGNAGESIGNAGESIGNAGESIGNAGE
Signage is relevant when there is a specific project site or
series of sites. It is usually erected on site fences or
hoardings around worksites, compounds, ancillary facilities
etc. While it might be specified in the conditions of consent
(i.e. variable-message signage as part of the Traffic
Management Plan) signage is an important tool to inform the
public of elements of a project.
The signage should include information such as:
• the names of the project, proponent and
construction contractor
• the phone number to contact (24 hours if
appropriate)
• the project delivery timeframe.
Photos of the key project staff can also be useful.
Temporary signage might also be used to advise the public
of important information such as traffic or access changes.
Strengths of signageStrengths of signageStrengths of signageStrengths of signage
• May give adequate information to avoid the need
for further contact with the project.
• Reassures people of the reason for disruption and
the duration of the impact.
IIIIssues to cssues to cssues to cssues to consideronsideronsideronsider
• Signage needs to be in a suitable font size to be
viewed from a distance i.e. from a vehicle driving
past a worksite.
• It needs to be maintained in good order and may
be subject to vandalism.
• Signage may attract more calls to the project
phone number.
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For more information about the EIA Improvement Project
Visit planning.nsw.gov.au
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